Module 4

IV. Enrichment Activities

Activity 1: Use the Frayer vocabulary definition model to explain the three
metacognitive knowledge (e.g., declarative knowledge as shown below). With
this as a guide, explain your definition to the class.
Definition: Characteristics:
It can be thought of as
tive Explicit
“knowledge about” or answers
edge
to WH Questions. Easy to express
Data-oriented
Knowledge about one’s skills,
intellectual resources, and Declarat Slow (requires interpretation)
abilities as learner. Knowl
Require high level data type
Examples: Non-examples:
Concepts Procedures
Objects Rules
Facts Strategies
Prepositions Agendas
Graphic organizers Models
Summaries
World or personal history

Activity 2: identify if the following thoughts are more a declarative, procedural,

or conditional knowledge.
Write your answers on a separate sheet of paper.

Declarative 1. I know that the context of this problem is not suited to the
theory.

Procedural 2. There are three ways to solve this problem.

Conditional 3. This fact is essential to recall for the situation presented.

Declarative 4. ROYGBIV makes it easy for me to remember the colors of the

rainbow.

Procedural 5. This is an irregular verb, thus, adding -ed to the word to make it
past tense does not apply.
V. Assessment
1. Why is metacognition important to a teacher and a learner?
It is possible to learn metacognitive strategies. As a result, by
incorporating these strategies into diverse learning exercises, teachers should
expose their students to these numerous techniques. In this way, the students
become familiar with them, are able to practice using them, and are able to
identify which ones they prefer. Consequently, learners are likely to employ
these procedures in their different classes after determining the optimal
metacognitive methods for them, further enhancing their use of these
approaches and maybe evaluating other techniques. Determining how to use
these tactics and encouraging students to use them in their learning activities
is also important.

2. Is prior knowledge essential in developing metacognitive knowledge? Justify

your answer.
Learning requires a lot of metacognition. The ability to grasp and
manage our cognitive processes is referred to as metacognition. It is the
ability to be aware of our own knowledge, what we know and don't know. We
can recognize when to employ specific tactics to deal with a problem by using
metacognition. We can utilize metacognition to solve a problem or devise
methods to complete a task by utilizing our prior knowledge. With time and
more information, metacognition develops steadily. Metacognition is often
known as "thinking about thinking" since it helps students understand how to
use what they've learned in the past to improve their learning.

3. Using available search tools, read about organization, rehearsal, and

elaboration strategies as learners aid to enhance the content of the
metamemory. With the diverse types of leaners in the classroom, how would
you use these strategies to benefit your learners?
Make sure you understand what you're reading. It's critical to figure out how
to go deeper into the content and make it more detailed. Make sure you remember
all of the text's details. Retrieval practice is, as you may be aware, one of the six
effective learning strategies. Thus, it has been demonstrated that recovering
knowledge from memory is an excellent learning approach. Make sure you get a
response. Learning, as well as acquiring highly precise metacognition, appears to
be dependent on feedback.

VI. Reflection

1. Considering your subject, choose one competency related to a topic from a

textbook used in particular grade level then identify the metacognitive
 knowledge necessary for you include in teaching the desired competency. Use
the matrix below as a guide.

Competency: Reading Comprehension

Subject Matter: Storytelling

Metacognitive Knowledge Specific Skills to Develop in the

Lesson
Declarative Knowledge Paying attention

Remembering what was talk about

Procedural Knowledge Identifying the moral of the story

Simulations, roleplay of some scenes in

the story

Conditional Knowledge Evaluating the theme of the story

Compare and contrast of the protagonist

and antagonist characteristics

Module 5
IV. Enrichment Activities

Activity 1: Answer the short version of Approaches and Study Skills Inventory for
Students (ASSIST) to determine how you learn and study.

Directions: This questionnaire has been designed to allow you to describe, in a

systematic way, how you go about learning and studying. Please respond
truthfully, so that your answers accurately describe your actual ways of
studying, and work your way through the questionnaire quite quickly, making
sure that you give a response to every item. Check the cell that corresponds
to your agreement to the statements.
SA means Strongly Agree, A means Agree; D means Disagree; and SD means
Strongly Disagreed
Statements SA A D SD
1. I often have trouble making sense of the things I have to /
remember.
2. When I am reading an article or book, I try to find out for /
myself exactly what the author means.
3. I organize my study time carefully to make the best use /
of it.
4. There is not much of the work here that I find interesting /
or relevant.
5. I work steadily through the term or semester, rather than /
leave it all until the last minute.
6. Before tackling a problem or assignment, I first try to /
work out what lies behind it.
7. I am pretty good at getting down to work whenever I /
need to.
8. Much of what I am studying makes little sense: it is like /
unrelated bits and pieces.
9. I put a lot of effort into studying because I am determined /
to do well.
10. When I am working on a new topic, I try to see in my /
mind how all the ideas fit together.
1. I do not find it at all difficult to motivate myself. /
2. Often I find myself questioning things I hear in /
lectures or read in books.
13.I think I am quite systematic and organized when it /
comes to revising for exams.
14. Often I feel I am drowning in the sheer amount of /
material we have to cope With
15. Ideas in course books or articles often set me off on long /
chains of thought of my own.
16. I am not sure what is important in lectures, so I try to /
get down all I can.
17. When I read. I examine the details carefully to see how /
they fit in with what is being said.
 18. I often worry about whether I will ever be able to cope /
with the work properly.

Scoring Procedure: Add your scores for Deep Approach: Items 2, 6, 10, 12, 15,
17, add your scores for Strategic Approach: Items 3, 5, 7, 9, 11, 13, and add your
scores for Surface Approach: Items 1, 4, 8, 14, 16, 18. The approach where you
scored highest is the dominant approach you use in studying and learning.

Activity 2: Classify the following questions/statements if the learner is

engaged in planning, monitoring, or evaluating phases of metacognitive
regulation and control. Write your answer on a separate sheet of paper.

Monitoring 1. Is this strategy leading me to the correct answer?

Evaluating 2. My answer does not meet the standards in this scoring rubric.
Monitoring 3. What strategy is best for this type of problem?
Planning 4. What does this task expect me to produce?
Evaluating 5. The teacher is nodding as I speak. I am right in organizing my
answer.

V. Assessment

1. What is the importance of metacognitive experiences and metamemory in

metacognitive regulation and control?
It is important to note that metamemory and metacognitive experiences
play a role in metacognitive regulation and control since it allows people to
reflect on and monitor their memories. In addition, metamemorial knowledge
aids in the planning, allocation of cognitive resources, selection of strategies,
comprehension monitoring, and performance evaluation.

2. How is your awareness of how you study and learn significant to thinking
metacognitive?
Metacognitive learning allows you to explicitly study a subject. It can be
useful in studying because it often provides a framework for how to learn
something.

3. Using your search tool read about the differences between novice and
expert learners? With this knowledge, identify facilitating strategies to support
the novice learners.
A novice learner is a well-intentioned person who is usually brimming
with excitement but has no real understanding of the subject being taught.
Expert learners, on the other hand, is well aware of what is important to them,
and they will go to great lengths to get it. They're able to put what they've
learned into practice and come up with a much more intuitive manner of
functioning.

Module 6
IV. Enrichment Activities

Activity 1: Identify the metacognitive teaching strategy used based on the

description given.
Wrapper 1. Mrs. Cruz asks her Mathematics learners, "Give me one significant
learning you derived from this lesson.

Peer Mentoring 2. Mr. Ravena groups his learners into two, with each member
inquiring how the other has arrived at the measures to combat air pollution.

Use of Graphic Organizer 3. AT the beginning of the Social Studies class, Miss
Agulay uses a matrix to elicit Learners Prior knowledge about the topic for
discussion.

Thinking a loud 4. Miss Tomas assigns the EPP learners to reflect on the
learnings in class, and what these meant to them as a member of the family.

Error Analysis 5. To process their thinking, Mr. Paraiso asks learners who
failed to get the answer correctly to identify the reason how and why they
went wrong.

Activity 2: Write a two-paragraph essay explaining one of the principles of

effective metacognitive instruction. Cite a classroom situation to illustrate your
argument.

V. Assessment

1. Why should any instructional plan abide with the three fundamental principles
for metacognitive skills development?

The ability to exercise control over cognitive processes through self-

reflection and self-correction is known as metacognition, or "thinking about one's
thinking." Filtering, monitoring, analyzing, planning, problem-solving, and
decision-making are all higher-order executive functions that permit active control
over the cognitive processes of attention, adaptation, learning, and memory.
Metacognition in action includes things like planning how to approach a task,
keeping track of comprehension, and evaluating progress toward a task's
completion. Academic, social, and personal success are all dependent on the
development of good metacognitive skills.

2. Why Should teachers adapt, not adopt, the existing metacognitive teaching
strategy?

By planning, monitoring, assessing, and altering their instructional goals

and teaching practices in line with their learners' needs and the sociocultural
context, teachers can increase awareness of and control over how they think
and teach. Teaching for metacognition enables teachers to develop and
activate their learners' metacognition, allowing them to be aware of what they
know and don't know by engaging in reflective processes, and to take action
by using self-regulation tools to fix flaws or gaps in what they know. Teachers
must not only adopt instructional tactics, but also know how to change them
to meet the changing needs of their learners.

3. How should teachers handle novice and expert learners in the classroom so
that they both develop metacognitive thinking skills?

Module 7
IV. Enrichment Activities

Activity 1. Identify the mental abilities the learners possess based on the
descriptions provided.

1. John claims that 5 +3 and 3+5 are both equal to 8.

Reversibility Ability
2. Susan peeped under the cabinet where her ball rolled in.
Preoperational Ability
3. Kenneth reads the days of the week in the calendar from left to right.
Reversibility Ability
4. Rocky argues that the 4Ps program has more disadvantages than
advantages.
Hypothetical-Deductive Reasoning
5. Mary insists that her rules must be followed.
Hypothetical-Deductive Reasoning
6. Enzo does not envy his younger brother who received five one-peso coins
while he has one five-peso coin.
Decentration
7. Josie grabs the milk bottle of the baby next beside her
Goal Directed Actions
8. Renzo explains that the cold water comes from the block of ice that melted.
Hypothetico-Deductive Reasoning
9. Teresa groups tamarind, santol, kamias, and pomelo together.
Classification
10. Three-year-old Kenjie names the picture of a bird correctly.
Semiotic Function

Activity 2. Design one Piagetian task along with your area of specialization that is
localized and contextualized for target learners.

V. Assessment

1. As a future teacher in the elementary or secondary school, how will you apply
your knowledge of the process of equilibration and Piaget’s stage of development
in your classroom? How does this knowledge influence your selection of what to
teach and how to teach it?

As a future teacher, I'll use my understanding of the equilibration process

and Piaget's phases of development in my classroom by incorporating a variety of
activities based on the learners' abilities, activities that will encourage them to
share their knowledge and learn new things. I'll also share what I've learned
through discussion, ideas, and views with the students, and it'll also help me learn
from them. In terms of their talents and past knowledge, the knowledge I have
will influence my decision on what to teach and how to educate.

2. Why does a teacher prefer the use of more concrete instructional methods in
teaching to encourage students to think more formally?

When it comes to teaching, teachers like to employ more concrete

methods since they make it easier for students to understand and learn.
Learners will be more motivated to study and think critically if they are taught
in a concrete way.

Module 8
IV. Enrichment Activities

Activity 1: Tell whether the statements depict practices supportive of cognitive

development according to the sociocultural theory of Vygotsky. Write S
(supportive) if the stated action supports cognitive development, NS if not
supportive. Write your answer on the space provided before each number.

S 1. Father models to his son how to saw wood.

NS 2. Mrs. Reyes permits the learners to use trial and error to solve a
difficult task.
S 3. Mr. Cruz requests Jose's parents to tutor their son.
S 4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach
him to divide.
NS 5. Ann asks why Mom has to peel the carrot; her mom has no time to
explain.
NS 6. After one example of adding binomial, Mr. Andres gives board
exercises.
NS 7. Instead of confiscating cell phones, Mr. Cruz uses them to test
spelling among learners.
NS 8. Expensive toys bought by the mother are just for display, not for her
child's play.
S 9. Miss Melad groups the class by two's, with members critiquing each
other's work.
S 10. Mr. Rivad relies on peer tutors in enhancing poor learners'
achievement.

V. Assessment

1. “Playing house" is part of kids" childhood experiences. How beneficial is it in

cognitive development?

Playing houses with others as part of a child's childhood experience is

particularly useful to their cognitive development since it allows them to
absorb knowledge through social interaction and learning how to
communicate, think, solve issues, and generate knowledge.

2. Research has shown that learners from low-income groups are at a

disadvantage because parents cannot provide educational toys and
entertainment media. How important are these technological tools at an early
age?

In terms of cognitive growth, these technological tools will aid them.

Through the use of educational toys and entertainment media, the tools will
serve as a tool for every child to develop critical thinking skills, solve issues,
and gain knowledge. Because they're playing it alone, it'll be simple for them
to learn. They are, in a nutshell, learning by doing.
3. Recall your past teachers whom you labeled as good teachers. What were
their practices that could be labeled as scaffolding? How were these helpful in
understanding difficult lessons?

In my grade 10 year, she was the teacher that taught me not just
academically but also how to deal with real-life situations. The word "scaffold"
refers to the fact that she is the one who helps us complete any activity or
assignment that is given to us.

Module 9
IV. Enrichment Activities

Activity 1. Fill the blank with a word or phrase that best completes the sentence.
Write your answer on the space provided.

1. Stimuli perceived from the environment are held temporarily and briefly at the
SENSORY MEMORY.

2. The loss of the information in the memory is called FORGETTING.

3. Repeating the meaning of a word several times will keep the information at
the MAINTENANCE REHEARSAL.

4. Strategies using rhymes, acronyms, and configuration clues are examples

of MNEMONIC DEVICES.

5. Any stimulus that distracts the person, for him or her to lose the
information is called INTERFERENCE.

6. People who are good in narrating their memorable experiences have

memory content called EPISODIC MEMORY.

7. A person who knows the answer to a question but could not immediately
utter it illustrates the phenomenon called TIP-OF-THE TONGUE
PHENOMENON.

8. Ruben can group vegetables and fruits separately. This process of grouping
information is called ORGANIZATION.

9. Teachers asking the learners to give a synonym of a word to define a term

is an example of SEMANTIC MEMORY.
10. Joe's style of rewriting the meaning of terms in his effort to memorize
them is called MAINTENANCE REHEARSAL.

Activity 2.
Considering your area of specialization, get a particular competency. Then,
list three strategies each to (1) make the learners understand the lesson and (2)
to retain their learning of the same lesson.

Baking is one of the lessons that is in my area of expertise. Using dry heat,
usually in an oven, but often in hot ashes or on hot stones, baking is a method of
cooking food. Bread is the most commonly baked item. From the surface to the
interior of cakes, cookies, and breads, heat is gradually conveyed. First the
visualization, which can include displaying photos and videos, as well as a local
field trip to a complete kitchen, where they will see and familiarize themselves
with all of the utensils and equipment used in cooking, particularly baking, are
some of the strategies I use to help students understand and retain their learning.
Second the visual organizer, which will help students organize their material in
their heads. They may also create a flowchart, a Venn diagram, and other
diagrams to help them memorize the steps. Last but not least, there's the
experimental learning, which allows students to practice using tools and
equipment, as well as create their own cakes, cupcakes, and other treats.

V. Assessment
1. Why is attention essential in the learning process? Give some ways to sustain
the interest of the learners.

Attention is essential in the learning process because if a student's attention

is focused on what the teacher is teaching, he or she will learn quickly and clearly.
Having some motivational activities that they can relate to, bringing the
conversation alive and making it relate to a real-life issue that can attract their
attention are some approaches to get the learner's attention and interest.

2. Why are drills and exercises necessary in the teaching-learning process? Is this
connected to the concept of teaching to the point of mastery?

Drills and exercises is necessary in the teaching-learning process because it

serves as practice to the learners, and yes through drills and exercises the
learners will master the lessons.

3. Maila was cooking in the kitchen, when she thought of getting the ingredient in
her school bag, which is in the bedroom. When she reached the place, she forgot
why she was there. She returned to the kitchen where she was earlier, then she
recalled what she was supposed to do. How do you explain this phenomenon?

That phenomenon is called tip-of-the tongue phenomenon, it is a failure to

retrieve the information, but the person is sure the information is known. Like in
the situation, Maila knows what she was supposed to do, she is very sure that she
know the information but she failed to retrieve what she will do.

Module 10
IV. Enrichment Activities

Activity 1: Identify the term described in the statement. Write your answer on the
space provided before each item.
___1. The production of something novel and useful to address a problem in life.
CREATIVITY
___2. The ability to use prior learning to solve problems in another context.
POSITIVE TRANSFER
___3. The ability to overcome a hindrance to arrive at a specific goal.
PROBLEM SOLVING
___4. The situation in which a learner focuses on the traditional strategy used to
unsuccessfully solve a problem requiring another solution.
FUNCTIONAL FIXEDNESS
___5. The ease in using a skill learned to a similar situation when it was learned.
NEAR TRANSFER
___6. It refers to the number of details a learner can provide to explain a novel
solution to a problem.
FLUENCY
___7. The strategy the learner uses when he applies established steps or
procedures in solving a problem.
ALGORITHM
___8. The stage in creativity in which a novel idea suddenly pops in out of the
blue.
ILLUMINATION
___9. That theory which explains that solving a problem is merely repeating the
strategy found useful in the past for a similar problem.
THE THEORY OF IDENTICAL ELEMENTS BY THORNDIKE
___10. That scheme in the K to 12 curriculum wherein skills taught across the
grade levels are of graduated complexity.
SPIRAL PROGRESSION
Activity 2: Explain in a 10-sentence paragraph the interrelationships among
problem solving, creativity, and transfer of learning. Cite at least two arguments to
elucidate your answer.

Problem-solving, creativity, and learning transfer are all interconnected. We

can collaborate to solve an issue, come up with new ideas, and transfer
knowledge. Problem-solving is a cognitive process aimed at reaching a goal,
whereas creativity is a trait that comes naturally to a person. It is the interaction
of an individual's or a group's ability, procedure, and environment that results in
an observable output that is both innovative and valuable. The concept of transfer
of learning occurs when previous issues-solving experiences are transferred over
or applied to new challenges. Because they all have a mechanism for addressing
problems, creativity, and learning transfer, they are all connected. To tackle a
problem, a person should always have a plan in mind, and it is crucial to think of a
procedure for solving the problem. Being creative is similar to being a good
thinker; in order to create something, they must prepare ahead of time and follow
a process to achieve their goal. In terms of issue solving, creativity is a major aid;
if someone is creative, they will quickly find a solution to the problem. It also aids
in the solution of an issue when it comes to learning transfer. It's about a person
who learns from their mistakes so that they can use what they've learned in the
past to a new situation.

V. Assessment
1. Jerry Submitted to his Arts teacher a drawing titled "Fishes", with only sea
waves seen at the bottom of the Frame. When the teacher questioned the title
because she could not see any fish in the drawing, jerry answered that they were
under the water. If you were the teacher, how would you react? Why?

If I am the teacher, I will be happy to my student. I will be happy, because I

can see that he is using his mind in doing an art, he became more creative and
more imaginative.

2. To illustrate the harm of drinking alcoholic drinks, Miss Cruz conducted a simple
illustration to the class. Using two beakers (one filled with alcohol and another
filled with water) and a beaker with earthworms, she asked the class to observe
what happened to the earthworms inside the beaker with water and to the
earthworms in the beaker of alcohol. The general consensus was if one drinks
alcoholic drinks, he or she would die. One, however, disagreed and claimed that if
one drinks alcohol, all the worms in the body would die. How was problem solving,
creativity, and transfer of learning working in this scenario? Explain.
 The scenario works for me since it combines problem-solving, creativity, and
learning transfer. The teacher solves the difficulty of how to explain her lectures in
a simple and straightforward manner in problem solving. Because she is
imaginative, she solves the problem and illustrates the teachings with a simple
illustration. She was able to have a clear discussion since she was creative, and it
was also beneficial to the students because they were able to quickly understand
the lessons. In the case of transfer of learning, the teacher imparts her knowledge
to the students, as well as the one who disagrees. In this case, the transfer of
learning works since he disputed and used what he learned in his previous
sessions.

3. Teachers complain about learners' preoccupation with electronic gadgets. As a

future teacher, how would you treat this problem as an opportunity for learning?
Work with a partner and summarize your arguments in a position paper.

As a future teacher, I'd see this as a learning opportunity since I'll use their
electronic devices to help them learn. My activity will be through games on their
phones, and the game will, of course, be very closely related to our lessons. I'll
also post my classes and activities to some educational tool, such as Google
Classroom. On Messenger, Email, Gmail, and other platforms, I'll allow them to
send/email their tasks. Because it is an opportunity for both us and the students
to learn quickly, we should not consider it as a difficulty as a teacher.

Module 11
IV. Enrichment Activities

Answer the following statements and questions.

1. Teacher Clariza is a neophyte teacher in a public elementary school. She

always complains about her noisy and unruly pupils. Telling them to keep
quiet in a soft manner has not been effective. Suggest some tips on how she
can condition her class to keep still by applying the Pavlovian and Watsonian
Behaviorism theories.

The theories of Pavlovian and Watsonian Behaviorism are primarily

concerned with influencing people's behavior. When a teacher's learners do
well, she can reward them with snacks or other forms of positive
reinforcement. In addition, she can discipline her students by allowing them to
clean up after themselves if they do something bad. If a learner performs a
given deed, whether it is good or evil, he or she will be assured that their
efforts will eventually pay off in some way.
2. How do teachers form a good and lasting image to their students by using
classical conditioning?

In the classroom, teachers can use classical conditioning to help

students overcome anxiety or dread by creating a good homeroom
environment. Students can learn new affiliations by combining a stressful
situation, like as acting in front of a crowd, with enticing surrounding aspects.

3. Why is it important for in-service teachers to learn the concept of

conditioning in teaching a learner- centered classroom?

Learner-centered education helps students develop skills that will better

prepare them for their professional careers, thus it's important for in-service
teachers to understand the concept of conditioning in teaching a learner-centered
classroom. In order to apply the ideas and give a better learning experience for
their learners, teachers could also be trained in this approach.

V. Assessment

Activity 1: Write "YES" if the statement is true and "N0" if it is false.

____1. Pavlovian conditioning is an example of associationism, which involves
rewards and punishments.
____2. Watson psychologist: Pavlov physiologist
____3. Classical conditioning is applied in teaching kindergarten pupils and
college students.
____4. Behaviorists consider anything that triggers a response in the
environment as stimulus.
___5. The formation of stimulus and response is the major concern of
behaviorism.
___6. Pavlov theorized that learning and relearning of conditioned responses
might occur.
___7. Watson posited that as time passes, extinction may occur, but the
unconditioned response may still be restored.
____8. A boy always associates the sound of the school bell with either break
time or dismissal of classes. When he can decipher that the sound of the
church bell does not mean the dismissal of classes, as when the school bell
rings, the phenomenon present in this association scenario is a generalization.
___9. When an unconditioned response is paired with a conditioned stimulus,
the phenomenon, according to Watson, is called discrimination.
____10. The UCS and UCR are considered unlearned stimulus response units
termed as reflexes.
Module 12
IV. Enrichment Activities

Activity 1: Complete the segmented explanatory organizer related to the

application of laws of learning by Edward Thorndike.
Law of Readiness by using a drill lessons Law of Primacy by ensuring that
in classroom before presenting the new I will be careful in giving new
lesson so that the students can be information to my students to
properly motivated. avoid misconceptions.
When I become a teacher, I will
apply Thorndike’s…
Law of Exercise by being consistent in Law of Intensity by making sure
making sure that my students can apply that they will be exposed and
their learnings so that they will not forget engaged physically so that the
it. learnings was deeply intact on
their minds.

Activity 2.

1. In what ways do the theories of Pavlov and Thorndike become similar and
different?

Using data from animal-based research, Ivan Petrovich Pavlov was the
first to present the notion of conditioning, while Edward Thorndike came up
with the concept of instrumental conditioning, which, like Pavlov's, relied on
data from animal-based experiments to draw his primary conclusions. A bit
ironic, given his significance in the field of psychology, notably behaviorism,
was that he was a Russian physiologist. While researching the digestion of
dogs, Pavlov came into the concept of classical conditioning. In psychology,
Thorndike is most known for his work on learning theory, which led to the
development of Behaviorism's operant conditioning theory. Operant
conditioning, on the other hand, is about learning from the consequences of
our actions, whereas classical conditioning relies on making links between
events.

2. You were to critique the Laws of Learning postulated by Thorndike, what

may be its weakness/es? Defend your answer.
Thorndike’s law of effect and puzzle box methodology were subjected to
detailed criticism by behaviorists and many other psychologists. The criticisms
over the law of effect mostly cover four aspects of the theory: the implied or
retroactive working of the effect, the philosophical implication of the law, the
identification of the effective conditions that cause learning, and the
comprehensive usefulness of the law.

3. Do you think the laws of learning can be applied to all ages and subject
areas? Why or why not?

Yes, these laws apply to any student at any grade and in any subject area.

V. Assessment
Activity 1: Match the statements under Column A to the concepts being defined or
described under Column B. Write the letter of your choice on the space provided
before each number in Column A.

A B.
A.
E 1. Exciting, enjoyable, and immediate Law of Recency
learning experience can facilitate B.
learning.Law of Exercise
G 2. Teachers should ensure that students
C. Law of Primacy
are free from any anxieties before they are
engaged in the learning process. D. Generalization
A 3. Teacher JC leads his class toE.a short Law of Intensity
revisit of the salient concepts F.tackled Principle of
yesterday before the continuation of the shifting
associative
lesson for the day. G. Law of
B 4. Teacher X provides theReadiness short,
unrecorded drills at the middle of his class.
C 5. Teacher Joy makes use of student-
centered activities to detect
misconceptions of her class. Later, she will
correct such misconceptions to ensure that
her students had grasped the concepts
correctly.
Module 13
IV. Enrichment Activities
Activity 1: Research Digest. Make a summary of the following research article by
filling in the repertory grid below.
Visit this link and download the research article:

Title, Research Research Methodology Key Results Conclusion And

Author, Problem Questions and Recommendation
Date ofPublication Implications
Publication for
Teaching

Design
Tool:
Analysis:
Participants:
https://www.tcithaijo.org/index.php/EDKKUJ/article/download/50190/41579/

Activity 2
1. React on a criticism to operant conditioning that there is no lasting
behavioral change. In short, reinforcing a behavior through rewards or
punishments only lasts temporarily.

Reinforcing a behavior with rewards or punishments is a habit that will

be repeated in the future. To intensify a response to positive reinforcement,
you give it something nice after it happens, and to make it worse, you take
away something unpleasant from the situation.

2. How does operant conditioning create the opposite effect than what was
intended? Cite a sample classroom situation.

Operant conditioning create the opposite effect than what was intended when
compared to classical conditioning, it relies on reinforcing behavior after the
occurrence of a behavioural event, whereas classical conditioning relies on
forming a connection before the occurrence of a behavioural event.
3. How does feed backing interplay in the use of punishment and rewards in
classroom situations to facilitate a learner- centered class? You can provide
sample classroom situation to illustrate your point.
A child's ability to understand ethics can be aided by punishment. It
causes a child to comprehend the unpleasant things that never seem to be
able to be adjusted. It aids in the development of understudies' and students'
behavior, resulting in them becoming great children. It maintains a sense of
order and decency in a classroom and instills in students the desire to succeed
on a regular basis.

V. Assessment
Activity 1: Write "YES" if the statement is true and ""NO" if it is false.
____1. In the context of operant conditioning, punishment aims to strengthen
pleasant behavior.
____2. Operant conditioning, is the type where learning occurs as a
consequence of the learner's behavior.
____3. Classical conditioning: Watson: Operant conditioning Skinner
____4. Every time the students get the correct answer to a word problem,
Teacher X gives them appreciative statements. This is a sample application of
the intermittent schedule or reinforcement.
____5. The main aim of negative reinforcement is to diminish the occurrence
of unpleasant behavior.
____6. Positive reinforcement is adding something pleasant to sustain the
occurrence of the behavior.
____7. Negative punishment strengthens the occurrence of behavior by taking
away something pleasant to the learner.
____8. Operant conditioning is also referred to as associationism. ____9. In
the context of operant conditioning, the consequences that strengthen any
behavior are referred to as "reinforces."
___10. Negative reinforcement is taking something away from a situation
that increases the occurrence of the response.

Module 14
IV. Enrichment Activities
Activity 1.
1. How should seasoned teachers help in increasing the beginning teachers'
level of self-efficacy?

When teachers watch their peers' ability to teach effectively, their

efficacy improves. Teachers who can observe colleagues with a similar degree
of experience and proficiency are extremely helpful.
2. If you were to critic the concepts postulated by Tolman and Bandura, what
may be their weaknesses?

The theory of social learning does not rely on a chronological or age-

dependent progression of learning and growth. A potential flaw in this theory
is that it fails to take into account the development of the child in all of the
domains.

3. How do the theories of Tolman and Bandura aid in developing the

characteristics of the 21st Century learners?

Individuals can learn new information and behaviors by watching other

people, according to his theory. This sort of learning, also known as
observational learning, can be used to explain a wide range of behaviors.

Activity 2
Check on two detailed lesson plans in your field of specialization. Analyze the
lesson plans by annotating them with the concepts posited by Tolman and
Bandura.

V. Assessment

Assessment
1: Fill in the Venn diagram by pointing out the similarities and differences of
Behaviorism by Pavlov, Watson, Thorndike, and Skinner to Neo-Behaviorism
by Tolman and Bandura.

Neo-
Behaviorism
 Assessment
2: Choose a topic in our field of specialization. Suggest some teaching strategies
and applications on how you could reflect the following concepts from Tolman and
Bandura. The table below will help you to organize your thoughts.
Concepts/Principles Teaching
Strategies/Applications
Cognitive map
Latent learning
Learning may be acquired
vicariously.
Learning takes place by imitating a
model.
Self-efficacy

Module 15
Lesson 1: Jerome Bruner's Constructivist Theory, Gestalt Theory,
and David Ausubel's Subsumption Theory

Assessment
1. In Classroom, how does language play an important role to increase the
ability to deal with abstract concepts?

The ability to deal with abstract notions improves with the use of
language. Language, according to Bruner, can code stimuli and free a person
from the limits of simply dealing with appearances, allowing for a more
sophisticated but flexible cognition.

2. How does constructivism become a learner-centered strategy in 21st Century

classrooms?

Constructivism become a learner-centered strategy in 21 st century

classroom when a teacher in a constructivist classroom gives students the
chance to experiment and learn on their own. The teacher helps students figure
out what to do with their acquired information and insight.

3. What is the essence of knowing and applying the tenets of

constructivism in implementing the K to 12 curriculum?

The essence of knowing and applying the tenets of constructivism in

implementing the k to 12 curriculum is that rather than observing, children
learn by doing. In a learning scenario, students bring prior information with
them, which they must criticize and re-evaluate.

Enrichment Activities
Activity 1.

Answer as best as you can. Fill in the columns with what is being asked
for:
The main In what actual My reflection...
emphasis of the classroom
Theory situation can this
theory be applied?
Bruner's Constructivist Theory
A major theme in This theory can be It's like adding a
the theoretical applied to situations new file to their
framework of where it concerns on new knowledge
Bruner is that learning, especially storage cabinets,
learning is an science and math but it was made
active process in learning. possible by a
which learners connection
construct new between an old
ideas or concepts file and the new
based upon their one. This also
current/past makes me aware
knowledge. The of the context
learner selects and and experiences
transforms that can entice
information, my students to
constructs learn, grasp the
hypotheses, and lesson quickly,
makes decisions, and go beyond
relying on a what is presented
cognitive structure to them as a
to do so. matter of fact.
This reminds me
that as a future
teacher, I need to
be aware of my
students' learning
styles so that
they can better
adapt to the new
 lesson I'm going
to give them.
Gestalt Theory
The focus of Gestalt This theory apply most The Gestalt theory
theory was the idea of directly to perception and stresses grouping in
“grouping”, i.e., problem-solving which how we learn since
characteristics of are skills that are needed people have different
stimuli cause us to inside and outside the ways of making
structure or interpret a classroom. things
visual field or problem understandable. In
in a certain way addition, it is fairly
(Wertheimer, 1922) universal, and the
majority of people
gravitate towards this
type of
generalization. Most
of the time, we look
for things like
proximity, similarity,
closure, and
simplicity. To make
meaning of what is
offered to us, we look
for these things. As a
prospective teacher, I
will have a better
understanding of how
to structure my
classes and how to
communicate with my
students in a logical
and simple manner.
It's also crucial for
me to recognize their
learning gap and see
it as a learning
opportunity.
Subsumption Theory
Ausubel’s theory is This theory can be It can be difficult to
concerned with how applied in the classroom share new
individuals learn large by making use of information with
amount of meaningful advanced organizers, students. As a result,
material from such as pictographs and the easiest way to
verbal/textual concept maps under acquire and retain
presentations in a graphic organizers in information is to use
school setting (in presenting a new lesson. useful tools like
contrast to theories organizers. As a
developed in the result, the learner is
context of laboratory able to smoothly
experiments). integrate new
information into their
existing schema. As a
potential teacher, this
idea will assist me in
paying attention to
the learning process
and making it
meaningful for the
pupils. This also
reminds me to make
sure the content is
well-organized so that
the students may
learn the most.

Activity 2

Make a summary of the following research article by filling in the repertory

grid below.
Constructivism Learning Theory: A Paradigm for Teaching and Learning

Explaining constructivism
Constructivism is basically a theory which is based on observation and
scientific study, about how people learn. It says that people construct
their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences (Bereiter, 1994).
When we encounter something new, we have to reconcile it with our
previous ideas and experience, maybe changing what we believe, or
maybe discarding the new information as irrelevant. (Oliver, 2000).

Benefits of Constructivism
1. Children learn more, and enjoy learning more when they are actively
involved, rather than passive listeners.

2.Education works best when it concentrates on thinking and

understanding, rather than on rote memorization.

3. Constructivist learning is transferable. In constructivist classrooms,

students create organizing principles that they can take with them to
other learning settings.
4. Constructivism gives students ownership of what they learn, since
learning is based on students' questions and explorations, and often the
students have a hand in designing the assessments as well.

5. Students in constructivist classrooms learn to question things and to

apply their natural curiosity to the world.

6. Constructivism promotes social and communication skills by creating a

classroom environment that emphasizes collaboration and exchange of
ideas.

Implications of constructivism for teaching and learning

They conceive of a constructivist teacher as someone who will:

 encourage and accept student autonomy and initiative;

 use a wide variety of materials, including raw data, primary source, and
interactive materials and encourage students to use them;

 inquire about students‟ understandings of concepts before sharing

his/her own understanding of those concepts;

 encourage students to engage in dialogue with the teacher and with one
another;

 encourage student inquiry by asking thoughtful, open-ended questions

and encourage students to ask questions to each other and seek
elaboration of students‟ initial responses;

 engage students in experiences that show contradictions to initial

understandings and then encourage discussion;

 provide time for students to construct relationships and create

metaphors;

 assess students‟ understanding through application and performance of

open-structured tasks.

Conclusion
Constructivism is a theory that asserts that learning is an activity that is
individual to the learner. Constructivism represents one of the big ideas in
education. The principles of constructivism, increasingly influential in the
 organization of classrooms and curricula in schools, can be applied to
teaching and learning. Teachers need to reflect on their practice in order
to apply these ideas to their work. Constructivist teachers encourage
students to constantly assess how the activity is helping them gain
understanding. By questioning themselves and their strategies, students
in the constructivist classroom ideally become "expert learners." This
gives them ever-broadening tools to keep learning. With a well-planned
classroom environment, the students learn HOW TO LEARN.

Module 16
Lesson 2: Cooperative and Experiential Learning

Assessment

1. How do cooperative and experiential learning relate to the features of

constructivism?

Cooperative and experiential learning relate to the features of constructivism

when a person's personal experience is used as a foundation for learning new
things. Cooperative learning draws on the experiences of others as well as the
student's own to reinforce knowledge.

2. How does collaboration help in boosting inclusivity in a K to 12 classroom

setting?
Collaboration helps in boosting inclusivity in a k to 12 classroom setting
when the ability of teachers to collaborate to create communities of practice
through a succession of professional relationships that improve the
educational experience and outcomes of students with special needs.

3. In your experiences in using cooperative and experiential learning

activities, what should teachers consider to ensure order and maximize
participation among learners?

In using cooperative and experiential learning activities, teachers should

consider to ensure order and maximize participation among learners to
prepare opening and follow-up questions ahead of time, and to design each
class session to include opportunities to ask and answer questions throughout.
Use questions to assist students improve their knowledge and thinking by
assessing their progress, signaling to them which material is most significant,
and indicating to them which material is the most important.

Enrichment Activities
Activity 1.
Choose a topic in your field of specialization. Suggest some teaching
strategies and applications on how you could reflect the following concepts
on cooperative and experiential learning. The table below will help you to
organize your thoughts.

Topic/Subject Matter: Filipino

Grade Level: Grade 4

Cooperative and Experiential Specific Teaching

Learning Principles Applications/
Activities
Actual hands-on activities are The teacher would let the
still the most effective means students
of learning.
Tasking is a vital component of
cooperative learning.
Cooperative learning allows
learners creativity and
innovation because they
interact with people their age,
peers, or classmates.
Teachers challenge them to
come up with their creative
styles of presentation
Teacher’s need to also actively
monitor how tasks are done.

Activity 2

Interview two teachers on how they apply experiential and cooperative

learning activities in facilitating a learner-centered classroom. Create a
teaching strategy bank. You may want to enrich your bank through an
actual teaching observation.

My Teaching Strategy Bank

In applying my belief that students come first, I will ensure that I

encourage my students and give them equitable opportunities to learn. In
 applying my belief that lifelong learning should be something teach and
model, I must always recognize that there is room for improvement. I will
allow constructive criticism from my peers and superiors, I can learn more
and continue to improve my teaching skills. When I learn, my students will
learn, so I will remember not to be set in my ways to avoid becoming
complacent in my teaching strategy.

MODULE 17
Lesson 1: Erikson's Psychosocial Theory and Freud's Psychosexual Theory

Assessment

Instruction: On the space provided before each item, write "YES" if the
statement is true and "NO" if it is false.

NO 1. According to Freud, gratification from urinating and defecating is

experienced by 6 to 8-year-old children.

YES 2. Freud's challenges in an individuals' identity is called crisis.

YES 3. The epigenetic principle refers to the different stages because Erikson
believed that human beings develop through a predetermined unfolding of
personalities.

YES 4. The incestuous desire of 3 to 6-year-old children, according to Freud,

happens during the phallic stage.

NO 5. Erikson believed that when there is too little of the positive and too
much of the negative aspect, maladaptation occurs.

YES 6. The ego is the rational, logical, and problem-solving component of the
personality

NO 7. Stage 6 (intimacy vs. confusion) is the stage when teachers provide

teenagers with opportunities to develop a sense of self and personal identity
through group tasks.

NO 8. According to Erikson, the best time to let the children feel that the
environment is secured and non-threatening is stage 3 (trust vs mistrust).

YES 9. The structure based on the child's internalization of the adults'

attributes, beliefs, and standards is called superego.
YES 10. The reawakening of sexual urges, according to Freud, happens during
the puberty stage.

Enrichment Activities

Activity 1: Fill in the following table to show the comparison and contrast
of Erikson's and Freud's salient features of their theories.

Activity 2.
1. Basing on the salient features of the theories of Erikson and Freud, what may
be a few of their implications for the beginning teachers?

Like Freud, Erikson recognized the importance of the unconscious on development.

He also believed that personality develop in a series of predetermined stages.
Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the
impact of social experience across the whole lifespan.

2. You heard that some of your students watch adult/pornographic movies. As a

classroom adviser of Grade 7 students, how would you react to this and what
would be your advice to your students? Give three concrete ways on how you will
deal with this situation.

3. Your grade 8 student is being verbally bullied because he openly admits that he
is a gay. How can you explain the liberty to choose identity to your bully students?

MODULE 18
Lesson 2: Kohlberg's Moral Development Theory

Assessment

1. Explain why moral education must be a part of the school curriculum

even until tertiary level. What do you think are the possible challenges
that the school might face once moral education is given emphasis in the
curriculum?

2. News reports show that there are students who have suicidal
tendencies or have committed suicide. Suggest two concrete activities that
would help students to realize the value of life.
3. If you were to critic the application of Kohlberg's theory to education,
what may be its weaknesses or loopholes? Explain your answer
Lesson 2: Kohlberg's Moral Development Theory
Enrichment Activities

Activity 1 Fill in the boxes with the salient features of Kohlberg's Moral
Development and the arrows with specific classroom implications or
applications
MODULE 19
Lesson 1: Learning Styles
Assessment

Instruction: On the space provided before each number, write the concept is
described or asked.

Learning styles 1. This is a preferential way in which the students absorb,

process, comprehend, and retain information.

David Kolb 2. He is a known educational psychologist who promoted the

concept of learning styles in education.

Effective learning 3. This usually occurs when the learner experienced the four
stages of the experiential learning cycle.

Assimilation 4. This is a learning style where learners have the ability to

reason inductively.
Abstract conceptualization 5. This learning mode focuses on actively
influencing people and changing situations.

Enrichment Activities

Activity 1.
1. Through a graphic organizer, discuss the similarities and differences of a
VISUAL. AUDITORY, and KINESTHETIC learner. Write a one-paragraph
explanation in the graphic organizer below.

Activity 2.
1. Miss Pastelero, an English teacher, noticed that the dominant learning style
of her Grade 11 class is divergent. If you were to advice the teacher, what
kind of learning environment should she prepare for her class? What about
strategies and activities in teaching her lesson? Explain your reasons why you
suggested those activities.

The learning environment should encourage learners to come up with

numerous different solutions to a problem. In terms of strategies, teachers
need to encourage learners to embrace innovation and creativity. By allowing
learners to have time to free write, utilize various materials to create products,
and invent new games. Therefore, teachers are required to motivate learners
to reason differently.

2. How does considering learning styles help in providing a conducive and healthy
learning environment? Explain each concept of the student diversity.

3. Through a graphic organizer, summarize the concepts Learning Styles, Learning

Modes, and Learning Environments. Explain the similarities and differences of
these three concepts.

MODULE 20
Lesson 2: Multiple Intelligences

Assessment

Assessment 1. On the space provided before each number, write the concept
that is being described or asked.
Howard Gardner 1. He is a professor of education in Harvard University whose
early work in psychology and later in human cognition and human potential
led to the development and discovery of intelligences.

Intelligence 2. This refers to the biopsychological potential of human being to

process certain kinds of information in certain kinds of way.

Bodily Kinesthetic Intelligence 3. Learners with this kind of intelligence learn

best through hands-on activities.

Interpersonal Intelligence 4. This intelligence refers to the ability of an

individual to deal with varied people.

Existential Intelligence 5. Learners who have this kind of intelligence can raise
questions pertaining to the importance of human existence.

Assessment 2. Explain the concept of MI and its importance in the education

of the learners through a graphic organizer. Discuss also the challenges that
teachers might encounter in the implementation of MI in their daily teaching.

Enrichment Activities

1. Mr. Joseph Borromeo, a fresh BEEd graduate, was hired to teach in a

private school. He observed that his Grade 2 class is composed of different
kinds of learners. He noticed that some learn best once graphics and visuals
are presented to them; some are musically inclined learners; many learners
prefer to move and do actions as they learn the lesson. What will you advise
to Mr. Borromeo to satisfy the needs and characteristics of his learners? Give
at least two concrete examples for this situation.

Mr. Borromeo must give an activity to his student that is according to the
intelligence of his students. He must give them a diverse activities in which
everyone can relate. He can group his students to its capability. And give them
exercises that will hone their skills and talent.

2. How do Multiple Intelligences provide holistic learning for all learners?

To put it simply, multiple intelligences suggests that we all learn holistically

but develop different capacities and intelligences which customized instruction
through schooling can further draw out and nurture in each individual.
3. Explain how Multiple Intelligences and Learning Styles complement each
other. Suggest ways on how to integrate these two big concepts in holistic
teaching.

Multiple Intelligence and Learning Styles complement each other perfectly. As

I learned in this lesson, as a teacher you have to know your student’s
intelligence for you to make a method and strategies that will perfectly fit the
learners. In connection to the learning style, once you know the Intelligence of
your students you can give your students some activities that is according to
their learning style.